Web2.0 and SOLO Taxonomy
How a Web2.0 application can be used to enhance differentiated learning outcomes (SOLO)
Web2.0 Applications
File:Web2.0 and Student Learning.pdf
For example, what is proficient use of del.icio.us social bookmarking?
- Prestructural: Student uses del.icio.us like Google. Executes sequential searches, retrieves docs, reads.
- Uni- and Multi-strcutural: Student starts to navigate del.icio.us with intuitive sense that a) reputation matters, b) examining a person's terms helps one to refine, c) you want to alternate between seeing what a person points to, and what people point to an item, and d) you learn more from looking at the small number of people pointing to an esoteric item than you do from a large number of people pointing to popular item.
- Relational: Basically the above, but understanding the fuller context: That we find people through common interest, then expand our range by looking at the other things these people like.
- Extended abstract: student can articulate how such things have always been true in the physical world -- one is attracted to friends because of shared like of a musical artist, which leads to trying out other artists that person likes. Student can see how del.icio.us is similar to MySpace and Facebook, and how it is different. Student can identify potential pitfalls (group think? cultism?) of networked reference sites, and develop strategies that work across multiple domains.
Planning learning experiences against differentiated learning outcomes (SOLO coded) using Web2.0 Applications
|
Planning Learning Experiences coded against Student Learning Outcomes using Web2.0 Applications |
Student Learning Outcomes - Structure of Observed Learning Outcomes - SOLO Taxonomy
| ||||
|
Learning outcomes show unconnected information, no organisation. Task not attacked in appropriate way |
Learning outcomes show connections are made, but significance to overall meaning is missing/ Learning outcomes show simple connections but importance not noted. |
Learning outcomes show full connections made, and synthesis of parts to the overall meaning |
Learning outcomes go beyond subject and makes links to other concepts - generalises | ||
| Prestructural
|
Unistructural
|
Multistructural
|
Relational
|
Extended Abstract
| |
|
No prior knowledge |
BLOOMS: Remembering and Understanding
Bringing in ideas: Identify/ Label/ List/ Define/ Describe/ Retell/ Recall/ Recite/
|
BLOOMS: Analyse and Apply
Linking ideas: Compare/ Contrast/ Causal/ Sequence/ Classify/ Part whole/ Explain/ Classify/Questioning |
BLOOMS: Create and Evaluate
Putting linked ideas in another context: Predict/ Hypothesise/ Generalise/ Imagine/ Reflect/ Evaluate/ Create | ||
Social Bookmarking |
Student uses del.icio.us like Google. Executes sequential searches, retrieves docs, reads. MC
Student/Teacher saves favourites on own web browser |
Student starts to navigate del.icio.us with intuitive sense that a) reputation matters, b) examining a person's terms helps one to refine, c) you want to alternate between seeing what a person points to, and what people point to an item, and d) you learn more from looking at the small number of people pointing to an esoteric item than you do from a large number of people pointing to popular item. MC
Student/Teacher uses del.icio.us to search for and to save favourite reference sites for their research context. |
Basically the above, but understanding the fuller context: That we find people through common interest, then expand our range by looking at the other things these people like. MC
Student/Teacher uses del.icio.us to serach for and save favourite reference/ research sites and classifies these using key word tags.
Student/Teacher uses del.icio.us tags to further sort favourite research sites by tags that sequence (timeline), compare (similar and different viewpoints), identify cause and effect, or part whole analysis |
Student can articulate how such things have always been true in the physical world -- one is attracted to friends because of shared like of a musical artist, which leads to trying out other artists that person likes. Student can see how del.icio.us is similar to MySpace and Facebook, and how it is different. Student can identify potential pitfalls (group think? cultism?) of networked reference sites, and develop strategies that work across multiple domains. MC
Student/Teacher uses patterns identified within their del.icio.us tagged resources and those of others to make generalisations, predictions and to evaluate the big ideas in their research sites and double tag these accordingly
Student/Teacher identifies tag related criteria for assessing the reliability and validity of their del.icio.us tagged resources - based upon what a person points to and what people point to an item | |
Collaborative authorship |
Student/Teacher uses Google Docs like Microsoft Word. Creating a single authored document online.
|
Student/Teacher uses Google Docs to invite others to read the document online and offer their feedback. |
Student/Teacher uses Google docs to multi author the document. To test their ideas against the ideas of others - inviting others to analyse and edit the text to contribute different points of view, different frames of reference, to find weaknesses and to undermine what is written.
|
Student/Teacher uses Google docs to collaborate with others to interrogate and evaluate the ideas contributed to co-create new thinking that offers prediction/generalisation and reflection.
| |
Image Sharing |
|||||
Calendar Sharing |
Student/Teacher uses Google calendar like a desktop calendar. Creating a single authored calendar online.
|
Student/Teacher uses Google Docs to invite others to refer to the calendar online and if necessary make changes to their own calendars. |
Student/Teacher uses Google calendar to be shared/ viewed/merged with other Google calendars.
|
Student/Teacher co-creates a calendar with others.
| |
Video sharing |
|||||
Book Sharing |
|||||
Voice sharing -Podcasting |
Student/Teacher uses VoiceThread like a self authored annotated resource |
Student/Teacher uses VoiceThread like a self authored/self annotated resource that can be viewed by others
Student/Teacher invites selected others to share VoiceThread authoring/annotation to co-create a resource that can be viewed by others
Authoring/annotation targets definition and description
|
Student/Teacher invites selected others to share VoiceThread authoring/annotation to co-create a resource that can be viewed by others
Authoring/ annotation creates new ideas by targetting authoring responses that sequence, compare and contrast, do causal explanation, classification and/or offer response to the annotations of others |
Student/Teacher allows others to share VoiceThread authoring/annotation to co-create a resource that can be viewed and further annotated by others
Authoring/ annotation creates new ideas by targetting authoring responses that evaluate, predict, generalise and/or offer an evaluative/reflective response to the annotations of others | |
Presentation sharing |
|||||
Social Networking individual/group |
|||||
Communication text |
|||||
Communication Voice |
|||||
Blogging |
|||||
RSS Feeds |
|||||
Digital storage and remote access |
|||||
Geographical Mapping |
|||||
Search |
|||||
Customisable Start Pages |
|||||
